Executive functions (EF) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EF deficits. The goal of this study was to examine EF and developmental domains in preschool children with ASD. The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD- 4.0 months) with ASD. The control group consisted of 32 typically developing children (16 boys, mean age 64.3 months, SD- 5.1 months). EF were assessed with Behavior Rating Inventory of Executive Function and developmental domains were assessed with the Developmental Assessment of Young Children. The results of this study indicated that children with ASD do not have uneven EF and developmental profiles, although the EF and developmental domains scores were more heterogeneous than in typically developing children. Children with ASD had substantially lower EF and developmental scores than typically developing children. Implications of these results are discussed.

Background: Evaluating academic production and researchers’ impact has become a common practice in many areas of academic life. Researchers are being evaluated for many purposes such as getting employment, promotion, tenure and winning grants. Achieving full objectivity of the evaluation is a rather difficult, if not the impossible task. The goal of the present paper was to evaluate research performance of scholars from Bosnia and Herzegovina (BiH and to propose a single number that captures several scientometric indices. Methods: We took data from 303 scholars from 4 public universities in BiH on their number of citations and h-indexes derived from four databases/services: Web of Science, Scopus, Google Scholar and Research Gate. In addition to this, we performed a Principal Component Analysis of number of citations and h-indexes from these indices to come up with a single number that best captures the scientific impact of the researchers. Results: The results of this study indicate a strong relationship between all indices of scholarly achievement as measured through citations and h-indexes. Principal component analysis has shown that it is possible to obtain a single number that captures researchers’ scientific impact. Conclusion: Many metrics can be useful in evaluating researchers’ scientific impact. As the researchers in BiH have a low scientific production, universities in BiH need to adapt a strategy to stimulate the increase in their scientific productivity.

Learning to read is one of the most important academic accomplishments in the early grades of elementary school. Knowing what factors contribute to reading ability would improve instructional practices. The goal of the present study was to examine the effects of semantic fluency, phonological fluency, rapid naming, inhibitory control, selective attention, and visual motor integration on reading fluency in 140 second and third grade students. The results of this study indicated that significant predictors of reading fluency were: selective attention, semantic fluency, inhibitory control, and rapid naming. However, the association between predictor variables and reading fluency was moderated by the students’ grade. The article concludes with some suggestions on how to improve reading fluency in elementary school children, given that all predictors are susceptible to instruction.